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GEOGRAPHIC 
FACTORS 

IN AMERICAN HISTORY 




SIOUX CITY, IOWA 
1917 



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Class 
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COEflRIGHT DEPOSIT, 



Geographic Factors 



IN AMERICAN HISTORY 



A Laboratory Manual to Accompany the Study 
of United States History 



By 

H. A. BONE 

Principal Sioux City High School 

Sioux City, Iowa 

1917 



Print Shop: Ye Highe Schoole 
Sioux City, Iowa 



Copyright. 1917, by H. A. Bone. 



DEC II 1917 



yu I 



FOREWORD TO TEACHERS 



There are many striking analogies between the devel- 
opment of a child and the development of a people. 
Some contend that heredity is practically the only factor 
to be considered in the develo|)ment of a child or a race. 
They hold that family or ethnic stock is the determining 
factor, that blood is the only thing that tells. 

Others contend that heredity plays very little part, 
that environment and training may counteract hereditary 
advantages or handicaps and that by selecting environ- 
ment and directing the training, the character of the re- 
sultant child or race may be almost entirely controlled. 

The viewpoint of this manual is that both heredity 
and environment play a part. There are characteristics 
peculiar to family and ethnic stocks which help to deter- 
mine the result environment may produce. The charac- 
ter of the matrix out of which development grows shapes 
the character of the resultant. There is something about 
each child or each people which is peculiarly its own, 
which renders it unlike any other individual or race in the 
world. All that environment and training can do is to 
develop what is already present. 

On the other hand, the nature of training and envir- 
onment has a profound influence in determining the char- 
acter of a child or race. If not, why strive to make better 
homes, better schools, better social conditions or better 
governments. It makes a great deal of difference under 
what influences a child is reared. 

So it is with people. Geographic environment, cli- 
mate, resources and location constitute the school in which 
a race is trained and exert a profound influence in deter- 
mining the character of its industries, its customs, its in- 
stitutions and even modifies its religious beliefs. Some 
regions of the earth constitute a suitable environment for 
the development of a race, others retard. Some localities 
are helpful in one stage of development but may be- 
come detrimental when the people have reached a higher 
stage, and vice versa. The variations in results are as 
numerous as are ethnic stocks and environments. 

The viewpoint of this manual is that geographic envir- 
onment is a constant which helps to account for and to 



4 GEOGRAPHIC FACTORS 

relate many events in the history of the United Stales. 
It is the causal factor without which a consideration of 
events is incomplete and hence they cannot be correctly 
interpreted. It is believed that students who attack the 
problem of historical interpretation from this anj^^le de- 
velop more power of analysis, more ability to reason from 
cause to ellect. more sense of the trend of present dav 
events, and a better grasp of the possibilities of the luture, 
than those trained by a study of the mere narrative of 
events. 

The development of the race depends upon exact and 
immutable laws, one of which is the law of the effect of 
environment. Historv is more than a narration of events. 
It should include the underlying natural laws of environ- 
ment which shape the events and give them diaracter- 
istic color. 

Sii(;h a consideration of history does not permit his- 
torical knowledge to sink into forgetfulness, as does the 
narration of a series of events. Historical knowledge to 
be complete must have a rational basis. Geographical 
environment is one of the bases which helps to rational- 
ize history. That which has a basis of reason can be 
recalled. Hence the student with this attitude toward 
history always has a viewpoint which he may utilize in 
the study and interpretation of j)resent situations. 

In the second place the ethnic, sub-racial or class 
factor, while not especially emphasized in this manual 
should be kept constantly before the student. The char- 
acteristics of an ethnic stock or people hel[is to shape 
their reaction to a given environment and must not be 
lost sight of. The Northman, the Frcnclmian. the English- 
man, the Quaker, the Puritan, and the Cavalier had his pe- 
culiar liaditions, standards and manner of thinking which 
detenu in<'d to some extent the effect of a given environ- 
ment upon him and his effect upon it and helped deter- 
mine the kinds of problems he saw in his new surround- 

The third factor to be considered in the study of iiis- 
tory is the industrial or social factor. The securing of 
food, shelter and clothing is a |>rimal need and one of 
the main concerns of man. In his attempt to secure con- 
trol of his environment to satisfy these needs, problems 
of production, preserving, transporting, marketing and dis- 
tributing arise. While man does not live by bread alone. 



IN AMERICAN HISTORY 5 

bis higher life finds much of its expression in the manner 
and spirit with which he tackles his industrial prohlems. It 
is through these that he is enabled to give the cup of cold 
water indicative of the attitude of unselfishness and ser- 
vice. Most migrations, most inventions, most of the wars, 
most legislation and most institutions grow out of the at- 
tempt to solve economic problems. 

In attempting to solve these social problems, men 
must co-operate and organize. Issues as to the best way 
of solving these arise. People are not all of the same 
opinion. Those of one opinion, or seeking one end, tend 
to organize in order to carry out what they believe to be 
the best policy. In affairs of government we call these 
organizations political j)arties, but they are or ought to 
be devoted to forwarding economic efficiency. People 
have looked upon a political party as a fetish, an organ- 
ization of value in itself, and accordingly to be followed 
blindly through life, but yearly the number of people is 
increasing who judge issues and ally themselves with what- 
ever party seems to meet economic need most successfully. 

History is organic. It is composed of the geographic 
factor, the ethnic, the industrial factor and the political 
factor and cannot be studied in its completeness without 
a study of all, and of the relationships which exist between 
them. 

METHOD. 

The method followed might be termed the "problem 
or laboratory method." The student finds in his text 
the statement of a fact or event. The problem is to ac- 
count for the fact. What is its significance? How did it 
come to be? 

Take for instance the frenzy of the hunt for "an out- 
side passage" to India after 14.53 which resulted in the dis- 
covery of America. The student must know why it was 
that hardly a fireside in Southern Europe was unaffected 
by the fall of Constantinople m 1453; that the whole busi- 
ness fabric of Europe was undermined and the previous 
standards of living of Europe made impossible. This leads 
back to the character of trade between Europe and the 
East, and to why this trade was possible and had to be 
maintained. This problem is solved completely by going 
back to geographical conditions. 

Again, even with high school students, visual and mo- 



6 GEOGRAPHIC FACTORS 

tor forms of expression deepen impression and add interest 
to study. Drawings, pictures, charts, sand and clay mod- 
eling may well be employed. Notebooks in which nia[)S 
are made and preserved, illustrative |»ictures drawn or 
mounted, and written reports filed will intensify interest, 
vivify impression and clarify the knowledge of facts gained. 
Note the suggestions as to "Things to Do." 

Time may well be taken for discussion of the wider 
bearings of events. Some of the best topics for oral Eng- 
liah and for debates may be taken from problems and is- 
sues raised in the history class. This encourages a reflec- 
tive attitude toward history and enal)les the student to see 
the sequence and significance of larger historical move- 
ments. Note the suggestions offered under "Things to 
Think About." 

Effort has been made to arrange assignments in such 
a way as to lead the student to collect his facts and to 
draw his own conclusions as to the influence these facts 
have had upon events. It is needless to say that it is im- 
possible to carry out the work without an atlas and con- 
stant reference to descriptive geogra[»hy. 

No page references have been given to any particular 
school texts, as any of the standard high school texts, such 
as Adams and Trent, Ashley, Channing, Forman, Hart. 
McLaughlin, Muzzv and others, may be used. It is well 
for the teacher to dictate page references to these and any 
other works he may find helpful. A place for writing 
these in is provided. This manual is not all inclusive but 
is intended to be suggestive and to deal only with larger 
movements. 

The purpose of this manual will be realized if stu- 
dents are enabled to trace the warp of geographic and eth- 
nic cause through the social and political events of United 
States History, and furthermore, to carrv this method over 
into the study of world historical movements, one of the 
greatest of which we are now passing through. 



IN AMERICAN HISTORY 



PROBLEM I 

After 1453, Why Was the Attention of Europe 
Centered Upon Finding an Outside Passage to 
India? 

Reference: 

1. Sample's American History and Its Geography, pp. 1-4. 

2. Chevney's European Background of American History. 

Chap. I. 

3. Fiskes Discovery of America, Vol. I, pp. 261-294. 

4. The Book of Marco Polo. 

5. School textbooks and other references by the teacher. 



PART I 

Difference in Products of Europe and Asia During 
the Middle Ages. 

TOPICS FOR STUDY AND RECITATION 

1. Location, soil, climate and products of the fa- 
mous "Isles of the Spices," now known as the Moluccas. 

2. Location and products of Ceylon. 

3. What were the products of India? 

4. What was the effect of the Monsoons upon the 
products of India? 

5. Make a list of the products of Asia during the 
Middle Ages under the following heads and tell from what 
part each came: 

a. Precious stones. 

6. Dyes and perfumes and gums. 

c. Drugs and medicaments. 

d. Edible spices. 

e. Foods. 

/. JManufactured articles as cloth, tapestries, 
glass, porcelain, art metal. 



8 GEOGRAPHIC FACTORS 

6. In general would you classify them as raw ma- 
terials and necessities, or as finished products and luxur- 
ies? 

7. Make a list of the products of Europe — animal, 
vegetable, mineral, and manufactured — during the Middle 
Ages and tell from what part each came. In general were 
they raw or finished products? 

8. Judged by the character of their products which 
was in the more advanced stage of development, Europe 
or Asia? 

9. Would the difference in products and different 
stage of develooment tend to encourage trade or to dis- 
courage it? Why? 

PART II 

Means of Communication and Transportation 
Between Europe and Asia? 

TOPICS FOR STUDY AND RECITATION 

1. Considering the stage of development of means 
of transportation, what continents did Asia "face"? Eur- 
ope, which? 

2. Why was the continent of Africa an inconsider- 
able factor iu trade during the Middle Ages? 

3. Discuss the significance to trade of such indent- 
ations as the Mediterranean, the Adriatic, the ^gean, the 
Marmora, the Black and Caspian Seas, the Indian Ocean, 
Red Sea, Persian Gulf, Arabian Sea, Bay of Bengal, Strait 
of Malacca and China Sea. 

4. Study the rivers of Southern and Southeastern 
Europe, and the Southwestern and Southern Asia, not- 
ing— 

a. Their number and size. 

h. Vast area drained. 

c. Nearness to each other. 

d. General direction of their flow. 

Of what significance to trade at this period? 

5. In what direction do the trade winds blow over 
the Indian Ocean? The monsoons? Of what significance 
to trade? 



IN AMERICAN HISTORY 9 

6. From your study of the geographical features of 
Europe and Asia, what do you conclude as to conditions 
favoring or discouraging trade between the two continents? 

PART III 

Influence of Travelers and the Crusades Upon 
Trade With the East. 

TOPICS FOR STUDY AND RECITATION 

1. Tell of Sir John Mandeville, Benjamin Tudela, 
Friar Carpini, Wm. Rebruki and Marco Polo. What re- 
lation do they bear to trade between the East and West? 

2. What is the relation between the Crusades and 
the development of trade between Europe and Asia? 

PART IV 

Medieval Trade Routes. 

TOPICS FOR STUDY AND RECITATION 

1. Trace and account for the principal trade routes 
between Europe and Asia. 

2. What was the means of transportation, and was 
it by "trunk line" or transfer? 

3. Where would cities naturally be built? 

4. Name, locate, and account for some of the prin- 
cipal trade route cities. 

5. Discuss the nature and volume of trade along 
these routes. 

6. Tell of the event leading to a search for an "out- 
side passage" to India. 

7. Can you think of geographical influences which 
rendered the Seljukian Turk indifferent to this trade? 

8. Show why it was so necessary for Europe to keep 
up this trade. 

NOTEBOOK WORK 

1. Make a product map of Europe and Asia during 
the Middle Ages. On this map show the main trade 
routes and the principal cities concerned. 

2. Discuss the geographical conditions which fost- 
ered trade between Europe and Asia. 



10 GEOGRAPHIC FACTORS 

3. Discuss the nature and volume of trade between 
Europe and Asia. 

4. Tell of Marco Polo and his book. 

5. Show fully why Europe was in a frenzy to dis- 
cover an "outside passage" to India after 1453. 

THINGS TO THINK ABOUT 

1. Think up a situation for the United States in the 
Twentieth century that would parallel that of Europe after 
1453. 

2. Does the trend of rivers, the number of indent- 
ing seas and gulfs, and the direction of trade winds plav 
as im[)ortant a part in commerce now as they did in the 
Middle Ages? Give reasons. 

3. Debate: Resolved, that the fall of Constantinople 
in 1453 has been a blessing to Europe. 

4. Give geographical reasons to show why Africa i.^ 
the last continent to be developed. 



IN AMERICAN HISTORY 11 



PROBLEM II 

Why Was America First Discovered by the North- 
men aud Why Did They Not Establish Col- 
onies? 

Reference: 

1. Semple, pp. 4-10. 

2. Cheyney, Chap. IV. 

3. Shaler, Nature and Man in America, pp. 188-192 

4. Fiske, Discovery of America, Vol I, Chap. IV. V. 

5. Mills, International Geography, pp. 198-199. 207. 

6. School texts and other references by the teacher. 



PART I 

Geographical Factors W^hich Made the North- 
men a Race of Seamen. 

TOPICS FOR STUDY AND RECITATION 

1. Note the character of the west coast of Norway 
as to fiords and inlets. 

2. Note the liinited amount of hinterland. Note 
the character of soil. Will it support a dense population^ 

3. Is the climate stimulating or is it enervating? 
Why? 

4. What products suitable for the use of man are 
offered by the North Sea? 

5. Note the number of small islands just off the 
coast. 

6. Note the proximity of other islands — England, the 
Hebrides, Orkneys, Shetlands, Faroes, Iceland, Greenland. 

7. Note the direction of winds and ocean currents 
off the coast of Greenland. 

8. How does the width of the Atlantic at 60 degrees 
compare with its width at 40 degrees? 



12 GEOGRAPHIC FACTORS 

9. Show how each of the above geographical facts 
tended to develop a hardy race of sea-faring people and 
encouraged them to be the first Europeans to find Amer- 



PART II 

Why the Northmen Failed to Colonize America. 

TOPICS FOR STUDY AND RECITATION 

1. What coasts and lands of America were most ac- 
cessible to the Northmen? 

2. Discuss the climate of Vinland as the home of an 
infant colony. 

3. Discuss the soil of Vinland. 

4. What were the products of Vinland? Was there 
any y^roduct which would bring immediate returns to the 
mother country? 

5. What about the native population of Vinland. a 
help or a liind ranee to colonization? 

6. Was the poj)ulati()n of Norway pressing closely 
upon the limits of subsistance? Were there any political 
or religious upheavals in the mother country to encourage 
migration? 

NOTEBOOK WORK 

1. Draw a map to show the island "stepping stones" 
from Norway lo Vinland. 

2. Give five geographical reasons which made the 
Northmen a race of seamen. 

3. Show why the Northmen did not colonize the 
New World and remained indifferent to it. 

THINGS TO THINK ABOUT 

1. Had the experience of the Northmen trained 
them to a (piiet agricultural life such as the settlement of 
the agricultural districts would have stimulated? Show 
how this may have been a factor in their failure to follow 
up their discoveries. 

THINGS TO DO 

1. Objectify your "stepping stones" ma[t through 
sand pan or clay modeling. 



IN AMERICAN HISTORY 13 



PROBLEM III 



Difficulties of Finding an "Outside Passage. 

Reference: See Problem II. 



TOPICS FOR STUDY AND RECITATION 

1. Beliefs as to the shape and size of the earth. 

a. Rectangular plane, Cosmas, 550 A. D. 
h. Sphericity. 

Believed by Ptolemy. 

Objections to this belief. 

Cosmas theory the general one in 1453. 
c. Maps. 

Mela. 

Ptolemy. 

Toscanelli. 

Point out their misconceptions. 

2. Beliefs as to other countries and waters. 

a. Cathay, Cipango. 

b. "Unexplored region," hydras, gorgons, chim- 

eras. 

c. Boiling ocean. 

d. Lodestone mountain. 

3. Beliefs as to oceans. 

a. Atlantic and Indian continuous — 

Heroditus | 

Eratosthenes \ g^ ^ 

Posidonius j 

Strabo j 

Nepos ~1 

Ptolemy [- 0-100 A. D. 

Mela ' J 

Not generally accepted. 

b. Legends that Africa had been circumnavi- 

gated. 



14 GEOGRAPHIC FACTORS 

4. Difficulties of navigation. 

a. No compass. 

b. No sextant or astrolabe. 

c. No chronometer. 

d. Light vessels. 

NOTEBOOK WORK 

1. Discuss geographical beliefs of the Middle Ages. 

2. Compare size, eipiipment and motive power of 
ships of the Middle Ages with the modern ocean liner. 



IN AMERICAN HISTORY 15 



PROBLEM IV 

The Search for an "Outside Passage." 

Reference: 

1. Semple, pp. 4-10. 

2. Shaler, pp. 188-192. 

3. Fiske, Vol. I, Chap. IV-V. 

4. Cheyney. Chap. iV. 

5. School texts and other references by the teachers. 



TOPICS FOR STUDY AND RECITATION 

1. Give geographical reasons for the slowness of 
Venice and Genoa in the search for an outside passage. 

2. Geographical reasons for the maritime develop- 
ment of Portugal. 

a. Proximity to sea. 

b. Soil. 

c. Size of population compared with arable 

soil. 

d. Outlet for expansion. 

e. Country at peace — wars with the Moors. 
/. Outlying islands and archipelagos. 

g. Direction of trade winds. 

3. Life and activities of "Henry, the Navigator." 

4. Trace the progress of Portuguese explorations 
down the west coast of Africa. 

5. Effect of finding an outside passage upon: 

a. Portugal. 

b. Genoa and Venice. 

c. Holland. 

6. Christopher Columbus. Geographical reasons 
for Portugal not sending Columbus. Same for Genoa 
and Venice. Same for England. 

7. Geographical reasons for Spain's interest. 



16 GEOGRAPHIC FACTORS 

8. Show advantages of Columbus' route from Spain 
over a route from England as to: 

a. Distance to be traversed. 

h. Island stepping stones. 

c. Winds. 

d. Ocean currents. 

e. Character of land at terminus of each route. 

9. Why did Columbus return by a different route? 

NOTEBOOK WORK 

1. Draw a map of Africa showing the progress of 
Portuguese explorations on the West Coast. 

2. Show by geographical reasons why Columbus was 
successful at the court of Spain and unsuccessful with 
Portugal, Genoa and Venice. 

3. Show why, after 1453, western Europe began to 
outstip southern and southeastern Europe in commerce 
and civilization. 

THINGS TO THINK ABOUT 

1. Debate: Resolved, that it was fortunate for civ- 
ilization that Columbus was financed by Spain rather tlian 
England. 

2. In 1770, a noted scholar published a ten-volume 
work on the "Establishments and Commerce of the Euro- 
peans in the Two Indies," in which he says that the world 
would have been better off if America had never been 
discovered and the ocean route to Asia had remained un- 
known. Can you give his reasons? What do you think 
about it? 



IN AMERICAN HISTORY 17 

PROBLEM V 

The Exploration of the New World. 

Reference: 

1. Semple, 10-18. 

2. Shaler, 191-194. 

3. School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Geographical reasons for attitude of Portugal to- 
ward the New World. 

2. Same for Spain. 

3. Same for France. 

4. Same for Holland. 

5. Same for Norway. 

6. Same for England. 

Note: In the study of the above consider: 
a. Density of population. 
h. Arable soil. 

c. Possibilities of expansion of Europe. 

d. Accessibility to New World. 

e. Extent of maritime development. 

7. State geographical advantages and disadvantages 
of each country with reference to explorations and colon- 
ization. 

8. Give geographical reasons for location of area 
explored and claimed by each nation. 

NOTEBOOK WORK 

1. Discuss geographical factors which determine 
the location and extent of Spanish-America. 

2. Why was it necessary for England to become a 
colonizing nation? 

3. Why was England the last in the field? Read an 
account of the defeat of the Spanish armada in 1588. 



18 GEOGRAPHIC FACTORS 

THINGS TO THINK ABOUT 

1. (vompare the Pacific coast with the Atlantic coast 
as to ease of ingress by European nations. 

2. Which part of the New World, if any, do these 
nations now control? 

3. Discuss this quotation from John Fiske, who says 
the defeat of the Spanish armada was "the event most tre- 
mendous perhaps that mankind had witnessed since the 
star of the Wise Men stood over the stable at Bethlehem." 



IN AMERICAN HISTORY 19 



PROBLEM VI 

hifluence of Mountains, Small Plains, Large Plains, 
Climate, Etc., Upon the Development of a 
People. 

Reference: 

1. Shaler, Chap. V, pp. 147-173: Chap. VI, pp. 174-188. 

2. Semple, pp. 36. 

3. Spenceri Principles of Sociology, Vol. I, Chap. III. 



TOPICS FOR STUDY AND RECITATION 

Influence of mountains. 

a. Barriers to emigration and transportatiun. 

h. Protection against enemies. Illustrate. 

c. Natural boundaries. Illustrate. 

d. Isolation. Illustrate. 

e. Little fertile soil. 

f. Retreats of defeated peoples. Illustrate. 
^. Influence upon rainfall. Illustrate. 

h. Foster spirit of liberty. Illustrate. 
Small plains, if isolated and fertile. 
a. People form close relations with the soil — 

settle down — do not wander. 
h. Customs become fixed — learn through social 

suggestion — small advances not lost through 

constant wandering. 

c. Division of labor — co-operation. 

d. Small size, if surrounded by barrier is a pro- 

tection against wandering tribes. 

e. Institutional life, law, is developed. 

/. Community spirit — sense of separateness. 

g. Ultimately leads to narrow ideas. 
Large plains, fertile. 

a Tendencv to wander — hunter or pastoral 

life. 
h. Tendency to scatter, 
c. Do not develop resources — exploit rather 

than develop. 



20 GEOGRAPHIC FACTORS 

d. Do not form close relationship with the soil. 

e. Institutional development retarded. 

/. Small advances broken up through constant 

moving. 
Note: Does a large fertile plain have the same 

effect upon a strong people? 

4. Climate. 

a. Hot. 

b. Temperate. 

c. Cold. 

d. Humid. 

e. Arid. 

5. Plants possible of cultivation. 

6. Animals suitable for domestication. 

6. Make a list of native edible and medicinal plants 
of the Old World. The New World. 

8. Make a list of animals suitable for food or mo- 
tive power in the Old World. The New World. 

9. Make a list of the ancient civilizations of the Old 
World. Account for each by its topography, climate, rain- 
fall, soil, plants and animals. 

10. Do the same for the New World. 

11. Show by geographical influences why these ear- 
lier civilizations did not endure. 

12. Contrast the geographical features of the great 
nations of today with those of ancient civilizations. 

13. May a geographical location be a suitable cradle 
for a primitive civilization and unsuitable for developing 
a later civilization? Why? Prove by illustrations. 

14. What do we mean by the "Crisis of Expansion?" 

NOTEBOOK WORK 

1. Contrast Europe, Asia. Africa, North America 
and South America as cradles of infant civilizations. 

2. Show by geographical influences why North 
America did not discover Europe, rather than Europe dis- 
cover North America. 

3. Discuss Egypt as a cradle for infant civilization. 
Why not suitable for a later civilization? 

1. Contrast Brazil and Peru as to soonness or late- 
ness of develo[)ment. 



IN AMERICAN HISTORY 21 

THINGS TO THINK ABOUT 

1. Was it fortunate that America was not discovered 
sooner? Why? 

2. Show the influence of geographic environment 
in the greatness of the United States. 

3. In the light of the part played by geography, 
what about the future of Russia? China? Brazil? Switz- 
erland? 

THINGS TO DO 

Make a relief map of some cradle or model in sand 
table. 



22, GEOGRAPHIC FACTORS 



PROBLEM VII 

Geographic Factors and the Indian. 

Reference: 

Shaler: 172-173, 175-176, 180-188. 

School texts and other references bv teachers. 



TOPICS FOR STUDY AND REClTATIOiN 

1. How do you account for the Indians' relatively 
low state of advancement? 

2. Give geographical reasons for the relatively ad- 
vanced civilization of the Aztecs in Mexico, the Pertivian 
Indians in Peru, the Muskogee nations in the South and 
the Iro(|uois in New York? 

3. Influence of geography upon their strength. 

a. In New England. 

b. In the Middle States. 

c. In the Southern States. 

d. In the Mississippi Valley. 

4. A(;count for the stage of civilization of the Sioux 
and Algonkins in New England by difference in geographic 
environment. 

NOTEBOOK WORK 

Write a paper to show the relation between the geo- 
graphic environment of North America and the relatively 
low stage of civilization of the Indian taking into ac- 
count — 

a. Topography. 

b. (Climate. 

c. Elora. 

d. Fauna. 



IN AMERICAN HISTORY 23 



PROBLEM VIII 

Geographic Factors Which Make for the Success 
of Infant Colonies. 



Read Hakluyt's advice to the Jamestown colonists as 
given in Fiske's "Old Virginia and Her Neighbors,' Vol. I, 
85-90. 

It must be kept in mind that an infant colony is a 
great deal like an infant civilization. Certain geographic 
conditions must be met for its success. The factors which 
make for the success of an infant colony may not be right 
for expansion at a later period. If conditions are right, 
the tendency of an infant colony is to outgrow the state of 
infancy. It is possible for an infant colony to develop as 
an infant but never to advance beyond that stage. Its 
ability to develop into something larger than a mere settle- 
ment depends upon certain other geographic conditions 
favorable to expansion when the time comes. 

Five factors are necessary to a successful colony. A 
lack of one of these is a handicap and may result in com- 
plete failure. The degree to which each one of these is 
present determines the degree of success of the colony. 
With a knowledge of whether or not these are present in 
the establishment of a given colony, the student can fore- 
tell in a general way what the result of the attempt at col- 
onization will be. 

Five factors favorable to prosperity of infant colonies: 

1. Accessibility to mother country. Why? 

2. Suitably arranged for defense, if in hostile 

country. Why? 

3. Healthful climate, pure water. Why? 

4. Located in a region of natural resources — • 

fertile soil, if agricultural — interior trade, if 
commercial. It should have at least one 
product which will bring quick financial 
returns. Whv? 



24 GEOGRAPHIC FACTORS 

5. Limited and confined area to prevent scat- 
tering. Why? 

In order to develop beyond the stage of infancy, it 
must have surrounding territory or a hinterland region 
into which it may gradually expand when it has developed 
its original location. 

NOTEBOOK WORK 

Write a paper to show the similarity between the con- 
ditions favorable to the development of a colony or infant 
civilization and the development of a person. 



IN AMERICAN HISTORY 25 



PROBLEM IX 

The Geography of the Spanish Colonies. 

Reference: 

Semple, pp. 10-18. 

Shaler, pp. 191-194, 203-204. 

Bourne, Spain in America. 

Kemp, History for Graded Schools, pp. 379-406. 

School texts and other reterences by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Use the five factors favorable to infant colonies 
given in Problem VIII in the study of the following Span- 
ish colonies: 

a. Haiti at San Domingo. 

b. Porto Rico. 

c. Jamaica. 

d. Cuba at Havana. 

e. St. Augustine. 

f. Santa Fe. 

g. Porto Bello. 
k. Vera Cruz. 

i. Buenos Ayres. 

2. What geographic fictors are responsible for the 
introduction and rapid increase in number of slaves in the 
West Indies? 

a. Products and character of labor required. 

b. Climate. 

3. What geographical factors induced Spain to con- 
fine her activities to sub-tropical and tropical America? 

4. What was the nature of her settlements and char- 
acter of her colonial life? (See Kemp, History for Graded 
Schools.) 

NOTEBOOK WORK 

1. Give geographical reasons for Spain's failure to 
colonize Brazil. 

2. iviake a map or chart to show the extent of Spain's 
colonies in America. 



26 GEOGRAPHIC FACTORS 



PROBLEM X 

The Geography ot the Frencli Colonies. 

Reference: 

Seinplc, pp. 19-31. 
Shaler. pp. 193-198. 

Parkman, LaSalle and the Discovery of the Great West; Pio- 
neers of France in the New World. 
Fiske, New France and New England, Chapters I-IV. 
Hulbert, Portage Paths. 

Hart, Social and Economic Forces in America, Chapter V. 
Kemp. History for Graded Schools, pp. 407-422. 
School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Use the five factors necessary to the success 
of an infant colony given in Probh^in VIII in the study of 
the following French settlements: 

a. Charle^fort on Port Koyal, S. C. 
I). Fort Caroline on the St. John's or River of 
May. Florida. 

c. Port Koyal, now Annapolis, Nova Scotia. 

d. Sable Island off the coast of Nova Scotia. 

e. St. Croix. 

/: Mt. Desert Island. 
f>;. Montreal. 
h. Quebec. 

2. Account for the rapid advance of the French 
into the interior. 

NOTEBOOK WORK 

1. Make a map showing routes and portages the 
French used in penetrating to the Mississppi Basin. 

2. Show on this map the distribution of French pop- 
ulation in Canada and Mississippi Valley. 

3. VViiat was the nature of the Fretich settlements 
and French colonial life? (See Kemp's History for Craded 
Schools.) 

THINGS TO DO 

1. Model Quebec in sandpan or make a relief nia|). 



IN AMERICAN HISTORY 27 



PROBLEM XI 

The Geography of the English Colonies. 

Reference: 

Sample, pp. 31-35. 

Shaler, pp. 193-202. 

Account of English settlements in some larger history, as Ban- 
croft, Wilson, Fisher's Colonial Era. 

Doyles, English Colonies in America. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Make a detailed map study of the sites of the 
following colonies and study them as to fitness for infant 
settlements: 

a. Roanoke Island. 

b. Cuttyhunk Island. 

c. Jamestown. 

d. Plymouth. 

e. Provincetown. 
/. Boston. 

g. Salem. 

h. Staten Island. 

i. Philadelphia. 

/'. Baltimore's colony at Avalon, Newfoundland. 

k. Baltimore's colony at St. Mary's, Chesa 

peake Bay. 
/. Albermarle Sound. 
m. Charlestown, S. C. 
11. Connecticut Valley settlements. 

2. Follow the expansion of the New England colon- 
ies into the hinterland and note the nature of their settle- 
ments and industries as determined by geographic condi- 
tions. 

.3. Study the development of Virginia in the same 
way. 



28 GEOGRAPHIC FACTORS 

4. Note the map in Fornian's Advanced American 
History, pp. ]03. Why were the English in 1700 still 
confined to the eastern rim of the Appalachian slope? 

NOTEBOOK WORK 

1. What were the advantages and disadvantages in 
the sites of: 

a. Albermarle Sound. 

b. Boston. 

c. Salem. 

d. Jamestown. 

e. Philadelphia. 

/. Raleigh's settlements. 
g. Charlestown, S. C. 

2. Some of the Pilgrims voted to settle at Province- 
town. Com{)are Provincetown and Plymouth as colony 
sites. 

THINGS TO DO 

1. Model the site of Boston and environs. 



IN AMERICAN HISTORY 29 



PROBLEM XII 

Effects on the Colonies of Geographic Environment 
and Sub-Racial or Class Characteristics. 

No additional references. 



TOPICS FOR STUDY AND RECITATION 

1. Compare and contrast the different national char- 
acteristics of the French, Spanish and English peoples at 
the time of the colonial era as to ideas of government, re- 
ligion, industries, social casie, use to be made of the New 
World, etc. 

2. In the same way, contrast the settlers of New 
England with those of Virginia. 

3. Compare the different industries of the colonies 
of these three nations in America which resulted partly 
from geographic environment and partly from sub-racial 
characteristics. 

4. In the same way, compare and contrast New 
England and Virginia. 

The colonists of these colonies came from different 
classes of the same nation. 

5. Show how the resulting industries, together 
with sub-racial characteiistics, affected the political ideals 
of e three colonial empires. 

6. In the same way show the effect on the political 
ideals of New England and Virginia. 

In this study you will see that: 

a. Geographical environment has an influence. 

b. Race or class characteristics play a part. 

c. These two bring about certain industries and 

social problems. 

d. In the attempt to work out these social 
problems, political ideas and political insti- 
tutions result. This is a universal sequence. 



30 GEOGRAPHIC FACTORS 

NOTEBOOK WORK 

1. Compare and contrast the development of New 
England and Virginia as influenced by geographic envir- 
onment and class characteristics, 

THINGS TO THINK ABOUT 

1. Do you think the Puritans as a class were as well 
suited to the geographic environment of Virginia as for 
that of New England? Give reasons. 

2. In the same way, consider the Cavalier in New 
England environment. 

3. In the same way consider the Spaniard on the 
Atlantic slope. In Canada. 

4. Likewise the French colonist and the English 
colonist in the environment of the other two leading col- 
onizing nations. 



IN AMERICAN HISTORY 31 



PROBLEM XIII 

Geographical Factors in the Expansion 
of a People. 



We have seen that in the beginning small restricted 
areas are more conducive to development. A colony, 
however, like a child, attains its majority and must come 
in contact vv^ith other environment. A confined area is 
detrimental in the long run. It brings about a precocious 
development which is not lasting and breeds an instinct 
against development. People in small areas have small 
spatial ideas and their conception ot problems is on a 
small scale. 

When a people reach the point where it is necessary 
to broaden, they have come to a critical period in their 
history which we may term 'The Crisis of Expansion." 
The downfall or stop in development of many nations is 
due to the fact that they could not pass the "Crisis of Ex- 
pansion," Greece and Holland for example. Others, such 
as England and United States, have passed it. Japan is 
now going through that [teriod. In some instances there 
was no room for expansion. In others, expansion was too 
rapid to be permanent. Helmholt says, 'The enlarge- 
ment of a nation's area is associated with soil and inhabit- 
ants. If the increase in territory is much more rapid than 
the increase in population, an inorganic, loosely connected 
expansion results, which as a rule is soon lost. If, on the 
contrary, population increases at a proportionately 
greater rate than area, a crowding together checks in- 
ternal improvements and over-population follows." 

Geographical factors conductive to expansion and 
strength of nations: 

a. A nation is great in proportion to (a) the 
extent of its territorial area, (b) the rich- 
ness of the resources of its territorial area, 
and (c) to the extent that these resources 



32 GEOGRAPHIC FACTORS 

are developed. Superficial use of a country 
means a sparce population, which in turn 
means a weak hold on the land. Why? 
Illustrate. 

b. Growth is soundest when it expands to fill 

up a naturally bounded area or geographi- 
cal unit. Why? Illustrate. 

The tendency of vigorous and growing 
peoples is to expand until they have filled 
up a natural geographical unit. Illustrate. 

c. The more natural boundaries a people pos- 

sess, the more definite are the political and 
social questions raised by their develop- 
ment. Why? Illustrate. 

What is the result of this as to a feel- 
ing of mutual interest and a sense of soli- 
darity? 

d. Growth is soundest when ethnic and politi- 
cal expansion go hand in hand or when eth- 
nic expansion slightly precedes political ex- 
pansion. Illustrate. 

The order of permanent occupation ot 
a new territory is usually, first, the trader: 
second, the missionary; third, the settler; 
fourth, the flag. Illustrate. 

NOTEBOOK WORK 

Write a paper contrasting the methods of settlement 
and possibilities of permanent tenure of the Spanish. 
French and English in America u{) to the year 1700. 

THINGS TO THINK ABOUT 

1. From your study of the expansion of nations do 
you see any application of any of these principles to the 
European situation today? 

2. What part did geographical influences play in the 
partitioning of Poland? 

3. In the light of the principles you have studied, 
what about the future of Mexico and Central America? 
Canada? 



IN AMERICAN HISTORY 33 



PROBLEM XIV 

The Expansion and Development of the English 
Colonies Up to 1750. 

Reference: 

Semple, Chapter IV. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Direction, character and extent of the expansion 
of New England. 

2. The expansion of New York, where, how ob- 
structed, carried to what extent? 

3. The expansion of Pennsylvania. 

4. Direction, character and extent of expansion of 
Virginia and North Carolina. 

5. Where was expansion most rapid? Why? 

6. Where was expansion latest developed? Why? 

NOTEBOOK WORK 

1. Show why New England's interest turned to the 
sea, while Virginia's turned to westward expansion. 



34 GEOGRAPHIC FACTORS 



PROBLEM XV 

The Appalachian Barrier and Expansion After 
1750. 

Reference: 

Semple, pp. 36-51, 52-74. 

Shaler, pp. 194-207. 

Hill, International Geography, pp. 607-671, 715-717, 727-728. 
732-734. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. ('liaracleristics of mountain systems whicli detei- 
mine their effectiveness as barriers. 

a. One ridge or several parallel ridges. 

b. Number and position of gaps and passes. 
r. (iliaracler of surface and vegetation. 

d. Height. 

2. Application of the above points to the Appalach- 
ian System. 

3. Study the breaks in the Aj)palachians. 

a. The Hudson-Mohawk. 

h.- West branch of the Sus(|uchanna. 

c. The Juniata. 

d. The f*otomac by Will's Creek Water Gap. 
Note: The last three converged at Pittsburg. 

Why at that point? 

e. Ra|)|)ahannock-Shenandoah through Swift 

Hun (iap. 
/. James River-Green Briar. 
p. Slaunton-New. 
//. Cumberland Ga|». 
Note: What is the ditlercnce between a "water 

gap" and a 'wind gap'":* 



IN AMERICAN HISTORY 35 

NOTEBOOK WORK 

1. Make a map of the Appalachians from the Green 
Mountains to Alabama, showing their effectiveness as a 
barrier, and the principal trans-montane routes. 

2. What effect did the Appalachian barrier have 
upon the English colonies as to: 

a. Expansion. 

b. Development of resources. 

c. Hold upon the country. 

3. On the map (See Forman's Advanced American 
History, pp. 120) how do you account for the lobes ex- 
tending westward from Schenectady and in the Shenan- 
doah Valley? 

THINGS TO DO 

1. Model the Appalachians in sand pan or by relief 
map. 



36 GEOGRAPHIC FACTORS 



PROBLEM XVI 

Geographical Influences in the Inter-Colonial Wars. 

Reference: 

Semple, Chapters III and IV. 

Ogfj, Opening of the Mississippi, pp. 282 and following. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Why was Virginia the first of the colonies to 
clash with the French? 

2. Show the strategic importance of Louishurg, Que- 
bec, the Sorel River, Montreal, Ft. Stanwix, Ft. Niagara, 
Ft. Pres(|ue Isle, Ft. Leboeiif, Ft. Venango, Ft. Du Quesne, 
Forts Crown Point and Ticonderoga, Ft. Edward, Ft. Wil- 
liam Henry, Ft. (Aimberland. 

3. Discuss the part plaved by the Hudson and Mo- 
hawk valleys in the inter-colonial wars. 

NOTEBOOK WORK. 

1. Draw a map to show the strategic points in the 
inter-colonial wars. 

2. Since the French were first to fortify, how do you 
account for the fact that the English won the French and 
Indian War and the continent? 

3. What was the significance of the treaty of 1763 
to the Euiilish colonies in America? 



IN AMERICAN HISTORY 37 



PROBLEM XVII 

Geographical Influences in the Revolutionary War. 

Reference: 

Semple, pp. 46-51. 

Burke's Speech on Conciliation. 

Roosevelt. Winning of the West. Vol. II, Chap. XIII. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. What was the nature and volume of trade between 
the New England colonies and the West Indies? How 
was this affected by the Navigation Acts? 

2. Materials produced by the colonies for export. 
Volume in 1770. 

Furs, fisheries, ship building, wool, cotton, rice, 
indigo, pitch, tar, turpentine, tobacco, sugar, 
iron ore. 

What was the Woolen Act of 1699? 

What was the Merchant ile Theory? 

3. Nature and value of imports of the colonies in 
1770. Exports? 

4. How does Mr. Burke say the institution of slav- 
ery makes for a spirit of resistance to the mother country? 

5. The Appalachian barrier by restricting expansion 
brought about more compact settlement. How did that 
hasten the Revolution? 

6. Semple says, "In revolting against England the 
American colonies followed a recognized law of political 
geography." Burke said, 'The last cause of this disobe- 
dient spirit in the colonies * * ^k jg Jeep laid in the 
constitution of things * * * no contrivance can pre- 
vent the effect of this distance in weakening government." 

a. State the law. 

b. Is it of as much importance now as then? 

Reasons. 

c. Why was it difficult for England and her 

colonies to have a "feeling of mutual inter- 
est and a sense of solidarity"? 



38 GKOGKAPHIC FACTORS 

7. Wliy was the Hudson-Lake Clianiplain-Sorel valley 
of such strategic importance to both sides in the war? Note 
how many of the campaigns were directed along this line. 

8. The colonies had a long line of seacoast. Cite 
the advantages and disadvantages of this to each side. 

9. What geographical disadvantage did the French 
fleet help us overcome? 

10. In what ways did the Appalachian barrier assist 
he colonies in their struoftfle with England? 

11. In the light of affording opportunities for nat- 
ural and permanent expansion, what were the significant 
features of the treaty of 1783? 

12. Show how the fact of trans-Alleghany settlement 
and efforts of trans-Alleghany settlers probably secured 
the Mississipj)i rather than the Alleghanies as the western 
boundary of the United States by the treaty of 1783. 

NOTEBOOK WORK 

1. Discuss geographic advantages and disadvantages 
of England in prosecuting the war. 

2. Discuss the advantages and disadvantages of the 
colonies in defending themselves against Englatid. 

3. Show how the Revolution was an industrial war 
and culminated in political parties and poHtical institutions. 

THINGS TO THINK ABOUT 

1. May a government be most efficient and econom- 
ical, giving justice to all, and yet fail to develop its people? 

2. On the other hand, may a government of the 
peoj)le and by the people be less effi<'ient in its admin- 
istration than one run for them. 

3. We in America are ac(;ustomed to say that we be- 
lieve a democratic government is the best form. If it is, 
in what ways is it best? 

4. What has been England's colonial policy toward 
Canada? 

5. Debate: Resolved, that if England's policy to- 
ward us had been the policy she has since j)ursued with 
('anada, the United States would be in better position to- 
day by being a part of Enghuid than she is by being inde- 
pendent. 

6. Did the French, by helping us, put us under ob- 
ligation to them? 



IN AMERICAN HISTORY 39 

PROBLEM XVIII 

Geography and the Critical Period. 

Reference: 

Fiske, Critical Period of American History, Chapters II, IV, V, 

VI. 
Walker, Making of the Nation. Chapters I, II. 
School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. What were the j)rincipal occupations of the North? 
Why? What attitude toward control of commerce, im- 
ports and custom duties resuhed? 

2. What were the principal occupations of the South? 
Consequent attitude toward control of commerce, imports 
and customs duties. 

3. Difficulties of communication and transporta- 
tion — no rivers connecting North and South. Results . 

4. Scattered location — distance from New Hamp- 
shire to Georgia. 

5. Show how the settlement of the Northwest by 
means of the Ohio, which led to the creation of a national 
domain, was a factor drawing the thirteen colonies together. 

6. What geographic factors led to a meeting of the 
commissioners at Mt. Vernon in 1785. 

7. In the same way account for the x'\nnapolis Con- 
vention in 1786. 

8. Show how, although ihe people were not fully con- 
scious of it, the Atlantic slope was a natural geographic unit 
and as such should be under one government. 

9. Show how the conflicting opinions of the large 
and small states which resulted in the "Connecticut Com- 
promise" was the result of geographic environment. 

10. Show the geographic basis which brought about 
the "Three-fifths Comoromise". 



40 GEOGRAPHIC FACTORS 

11, What were the geographic factors which brought 
up the question of slave trade, control of commerce and 
exports. How were they disposed ot? 

12. In the discussions of the Constitutional Con- 
vention do you see evidences of the effect of small areas 
upon attitude toward development and toward larger spa- 
tial ideas? 

NOTEBOOK WORK 

Write a terra paper giving a resume of the history of 
the English colonies in America, showing the effect of geo- 
graphic environment, the reaction to this environment due 
to sub-racial and class characteristics out of which arose 
certain industrial or social problems, the solution of which 
resulted in the government of the United States. 



IN AMERICAN HISTORY 41 



PROBLEM XIX 

Early Westward Movement Across the Alle^lianies 
to the Mississippi. 

Reference: 

Semple, pp. 57-74. 

Sparks. Expansion of the American People, Chapters VIII, IX, 

X, XI. 
Coman, Industrial History of the United States, pp. 123-131, 

1.56-174. 
Roosevelt, Winning of the West. Vol. I. Chapters V, VI. VII, X; 

Vol. II, Chapters VII. VIII. XI. 
School texts and other references by the teacher. 



PART I 

The Movement Do\vn the Ohio. 

Note: Review the routes across the Ap|3alachians in 
Problem XV. 

Note: See map in Semple. pp. 54-55. 

1. Describe transportation down the Ohio. (See 
Sparks, Chapter XII). 

2. How were New England and New York held back 
from early westward expansion? 

3. Why was the south bank of the Ohio settled be- 
fore the north bank? (See map in Semple, pp. 71.) 

4. Why was the chain of the Great Lakes so little 
used at this time'r* 

5. What determined the location of Louisville? Mar- 
ietta? Columbia and Losantiville (now Cincinnati)? Gall- 
iopolis? Shawneetown? Portland? Dayton? 

6. Why was southern Ohio settled before northern? 

7. What route did the settlers who founded Cleve- 
land follow? What determined the location of Cleveland? 

Note that these infant settlements were governed in 
their growth by the same principles as the infant colonies 
of the earlier time. 



42 GEOGRAPHIC FACTORS 

8. What was the significance in the settlement of the 
Northwest ol Wayne's defeat of the huHans and the resuh- 
ing trealv of Greenville, 1795? 

9. Significance of Clarke's coiKjuest of Indiana and 
Illinois in settling the western boundary line by the treaty 
of 1783? . . . 

10. Give geographic reasons for the Whisky Rebel- 
lion in 1794. 

PART II 

The Movement Doivn the Great J alley and 
Through Cumberland Gap. 

Note: Review route through (^undierland (iaii in 
Problem XV. 

Note-: See map in Sample, pp. 54-25. 

1. Describe method of travel to the West alonij; this 
route. 

2. Discuss the coming of the Scotch-Irish and Ger- 
mans and follow their line of expansion. 

3. Locate and tell of the Wilderness Road. 

4. W by did northern settlers and those from the 
(^arolinas and Georgia not skirt the southern end of the 
Apj)alachians and settle Alabama and Mississipj)i? 

5. What rivers led from near (Aunberland (iap to 
the "Blue Grass Country?" 

6. Character ol soil and products of this (-ountry. 

7. Tell of the settlement and give reasons for par- 
ticular location of Boonesborough or Danville. W'autauga 
or Holston. (See map in Sem|)le, p. 71.) 

8. What determined the location of Nashville? 
Muscle Shoals? Knoxville? Lexingl(>n? 

9. Significance of the earliest trans-Alieghany settle- 
ments in determining the western boundary of the United 
States in the treaty of 1783? 

NOTEBOOK WORK 

1. Using the trap on page 71 of Sein|<lc rvplaiti 
peninsulas and islands of trans-Alleghany settlement. 

2. (^ive geographic reasons for the fad that the 
first three states (after Vermont) to be admitted to the 
Union were Kentucky (1792), Tennessee (1796) and Ohio 
(1802). all west of the Alleghanies, rather than Maine? 



IN AMERICAN HISTORY 43 



PROBLEM XX 

Life in the Trans- Alleghany Settlements as Afiected 

hy Geographic Environment. 

Reference: 

Semple, Chapter V. 

Roosevelt, Winning of the West, Vol. IV, Chapter V. 

Sparks, Chapters XIII, XIV. 

School texts and other references by the teacher. 



1. The ttans-Alleghaiiy countrv. 

a. Extent. Significance?. 

b. Geographical unity? Give reasons. 

c. Principal rivers. Significance. 

d. Cliaracter of'soil, glacial drift, blue limestone, 

alluvial outwash. 

f. Rainfall. 

/. Separated from other colonies by mountain 
wall. 

g. Indians. 

2. Life in the trans-Alleghany settlements. 

a. Character of products, industries, markets, 

means of transportation. 

b. Struggle with Indians, 
r. Home life. 

(/. Religion. 

e. Atnusements. 

f. Education. 

g. A "melting pot."' What sub-races or classes? 
h. Isolation from tidewater and England. 

i. Manufactures. 

3. Effects upon character of settlers, (a) As to m- 
dependence, initiative, self-reliance. How? {b) As to 
sub-racial or class feeling. How? (c) As to European 
ideas of politics and customs. How? Note, how they 
compared in this respect with people of the mother 
states? Why? {d) As to individualism? (e) As to 
sense of what constituted personal value? How? (/) As 
to attitude toward central government? Why? 



44 GEOGRAPHir. FACTORS 

NOTEBOOK WOKK. 

1. Write a pajter on life in the trans-Allejjlianv settle- 
ments as compared with life on the Atlantic .«lope. 

2. Semple says, "The men who grew up in this 
westward facing country were the first genuine Americans." 
Discuss. 



IN AMERICAN HISTORY 45 



PROBLEM XXI 

Separatist Tendencies of the Trans-Applaehian Set- 
tlements as a Result of Geographic Environ- 
ment. 

Reference: 

Semple, Chapter VI. 

Roosevelt, Vol. IV. Chapters IV. \". VI. 

Sparks, Chapters XVI, XVIII. 

Ogg's, Opening of the Mississippi, Chapters X. XI. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Importance of the Mississippi to western settlers. 
Note how the Northwest Territory, Kentucky and Teimes- 
see were connected with the Mississippi either directly or 
/hrough the Ohio. Great Lakes route was not yet devel- 
oped. The numerous waterways were of tremendous im- 
portance. 

2. Difficulty of upstream and trans-montane trans- 
portation of heavy products. 

3. Attitude of Spain toward use of the ivlississip])i 
by settlers. (See treaty of 1783, Jay's treaty of 1794. 
Pinckney's treaty of 1795.) 

4. Contrast the products, interests, markets of the 
East and West and show how they would misunderstand 
each other in the matter of: 

a. Importance of the navigation of the Miss- 
issippi. 

h. Importance of trade relations with other 
countries and the protection of the shipping industry. 

5. What narrow attitude did New England take as 
to the entire question of the development of the West? 
Why? 

6. What significance is attached to the organization 
of the State of Franklin? 



46 GEOGRAPHIC FACTORS 

7. Discuss this statement, "The settlers of the 
western states, not the diplomats, fixed the fate of Louis- 
iana." 

8. What geographic reasons may Napoleon have 
had in selling Louisiana? 

9. In a previous lesson it was stated that it is the 
tendency of a young and vigorous people to expand until 
they have filled up a natural geograpliical unit. 

a. Is the Louisiana country a part of the same 
geographical unit as the trans-Appalachian 
country? 

b. Is a river a geographic barrier or merelv a 

political boundary. What is the difference? 

10. Show that the settlers of the Northwest Terri- 
tory and those of the region from the Ohio to the Gulf 
were bound together by a stronger tic than eiiher had with 
the East. 

THINGS TO THINK ABOUT 

L Show how, after all. the interests of the East and 
West were one. 

2. Suppose you had been a real statesman at the 
time, what means would you have suggested to bring 
about a better appreciation of the East of the West and 
West of the East. 

.3. Watch this feeling of separateness between the 
West and East and see when it disappears. Has it en- 
tirely disappeared? Why. 

NOTEBOOK \\ OKK 

Write a paper on the "Results of the purchase of 
Louisiana," noting: 

(I. Effect on interpretation of the constitution. 
h. Influence in ac(iuisition of later territories. 

c. Significance of the territory acquired, its re- 

sources, stimulus to achievement, world 

power, etc. 
(/. Influence upon a new westward movement. 
r. Effect upon separatist sentiment. 
J. Influence upon the Indian question. 



IN AMERICAN HISTORY 47 



PROBLEM XXII 

Geographic Factors Developing America's Interest 
in the Sea. 

Reference: 

Semple, Chapter VII. 

Shaler. pp. 199-200. 

Weeden, Economic and Social History of New England. Vol. I. 

Chapter V. 
Conian, Industrial History of the United Stales, pp. 175-197. 
School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Importance of the Atlantic Ocean. 

a. Width. 

b. Connection with other oceans. 

c. Continents washed bv it. 

d. Eastern arms ot" Atlantic, seas, gulfs, bays 

aiid harbors. 

e. Rivers emptying into these arms. 

2. Relation of United States to the Atlantic. 

a. Long seacoast. 

b. Numerous harbors. 

c. Rivers emptying into the Atlantic, number. 

length, size, extent of drainage basins. 

3. Accessibly of United States to: 

a. Europe. 

b. West Indies. 

4. Compare accessil)ility of the coasts of the New 
England, Middle, Southeastern and Gulf states. 

5. Compare them as to products for shipping and 
materials for ship-building. 

6. From this study what do you conclude as to 
which section would develop the carrying trade? 

7. Make a study of the nature and extent of Amer- 
ica's sea trade. 



\ 



18 GEOGRAPHIC FACTORS 

a. Coastwise, why necessary and in what way 

easy? Note the proposal at one time to 
build a canal roughly paralleling the coast 
Ironi Boston to Palmlico sound, by cutting 
canals across the necks of peninsulas formed 
by rivers and bays. Note on your maps 
how this could be done. 

What products of the North and of the 
South made them commercial complements? 

b. With the West Indies. 

Dissimilarity of products. 

c. With Euroj>e. 

d. With Africa. 

('. With the far East. 

/. What was the "Great Circuit Route." 

NOTEBOOK WORK 

1. Why did New England develoj) the merchant 
marine? 

2. Why has the South failed to take any consider- 
able part in the carrying trade, even now? 

3. Discuss the character of American trade with 
Euro|)e. 

1. Discuss the nature of trade between the different 
sections of states. 



IN AMERICAN HISTORY 49 



PROBLEM XXIII 

Geographic Factors in the War of 1812. 

Reference: 

Semple. Chapter VIII. 

Walker, Making of the Nation, Chapter XII. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Blows at America's merchant marine. 

a. Tripoli. 

b. France. 

1. During John Adams' administration. 

c. England. 

1. During the "Critical Period." 

2. During Washington's administration. 

3. During John Adams' administration. 

4. During Jefferson's administration. 

5. Continued in Madison's administration. 

2. Geographic reasons for New England's opposition 
to the Embargo and Non-Intercourse Acts. 

Query: Can a national insult be punished by com- 
mercial retaliation? 

3. Young men of Congress at this time were Web- 
ster, a frontiersman: Clay of Kentucky, Troop of Georgia, 
Sevier and Grundv of Tennessee, Lowndes and (-alhoun 
of South Corolina all for war with Ene, :and. 

The vote in Congress to declare war was as follows: 

States With No Ports Votes for War ^otes^Against 

Vermont 3 1 

Oliio 1 

kentucky 5 

Tennessee 3 

North Carolina 6 3 

18 4 



50 GEOGRAPHIC FACTORS 

Seaboard States With Ports Voles for \^ar Votes Against 

War 

Massachusetts 6 8 

Rhode Island 2 

Conned icut 7 

New York 3 11 

New Jersey 4 2 

Delaware 2 

Maryland 3 

13 35 

States Under Frontier Iiiflm-nce 

New Hamj)shire 3 2 

Pennsylvania 16 2 

Vir<ihiia 14 5 

South Carolina* 8 

Georgia* 3 

44 9 

Total 76 48 

In New England, bells were tolled, (lags raised at 
half-mast and shops closed to show mourning over dec- 
laration of war. 

How do you account for the fact that the frontier 
states and tliose having the least carrying trade were 
desirous of war, while New England, w4)ich was most in- 
terested in the freedom of the seas, was most bitterly op- 
posed to it? 

4. Geographic reason for the Hartford Convention. 

5. Geographic advantages and disadvantages of the 
United States in prosecuting the war. 

6. Geographic advantages and disadvantages of 
England. 

7. Make a study of the geographic controls along 
the Great Lakes and the old Sorel River- Lake Cham- 
plain route. 

8. Geographic controls of strategic points and high- 
ways of the Atlantic. 

9. Explain the strategic im|>orlance of New Orleans. 
*No commerce to hurt. 



IN AMERICAN HISTORY 51 

NOTEBOOK WORK 

1. Explain the location of the naval battles of the 
war. 

2. Discuss the importance of (a) Niagara, (6) Fort 
Maiden. 

3. Discuss the geographic control and events along 
the Atlantic coast. 

4. What was the immediate effect upon shipping 
interests. Later effect. 

THINGS TO THINK ABOUT 

1. What likenesses and differences are there 
between the claims of neutrals in the period from 1790 
to 1812, during the wars between France and England, and 
during tne European war of 1914? 

2. Discuss the preparedness policy of the Jefferson- 
ians and its results in the war of 1812. 

3. How does the nearness of unanimity of the vote 
for the War of 1812 compare with that for the war with 
Germany in 1917? 



52 GEOGRAPHIC FACTOHS 



PROBLEM XXIV 

Industrial Contlilions and (]lianj;es in the Oriiiinal 
Thirteen States After the War of 1812. 

Reference: 

Turner, Rise of the West, Chapters I, II, III. 

Hart, Social and Economic Eorces. (;hai)ter X. 

Coman. Induslrial History of the United States. pp. 184-189.209- 

216. 
Scliool texts and other references by the teacher. 



PART' I 

Neiv England. 

1. {'ondilion of shipping; and commercial interests. 
Effect of the War of 1812 on these interests. 

2. Character and numher of her rivers. 

.3. Why did .-he take to tlie textile induslrvy Vahie 
of this industry hy 1820".'' IK'.W 

4. Effects of this industrial revolution on the lileid 
the people? I in migration. 

5. Why the change from grain farming to stock? 
Relation to emigration. 

6. Where did they get corn. \vh(\Tt and food pro- 
ducts? 

NOTEBOOK WOHK 

1. Discuss the attitude New England woidd take 
as a result of economic interests with reference to: 

a. Protective tariff on iniportrd iiiamifailurcd 

goods. 

b. Internal improvements, as roads, hridges. 
canals. im|»rovement of waterways, etc. 

c. E.xtension of slavery. 



IN AMERICAN HISTORY 53 

PART II 

The Middle Region. 

1. Discuss economic interests resultin^dVom central 
location between the Ohio and the (ireat Lakes on the 
west and the Atlantic on the east, with harbors such as 
New York, Philadel[)hia and Baltimore. 

2. Interests developed by the presence of iron and 
coal. 

3. Discuss agricultural interests of the middle re- 
gion. 

4. Discuss the extent of emigration and with reasons. 

NOTEBOOK WORK 

1. Discuss efforts made by the Middle Slates to 
build up transportation facilities with the Northwest. 

2. Discuss the attitude the Middle States would 
take as a result of economic interests with reference to; 

a. A protective tariff on imports. 

b. Internal improvements. 

c. Extension of slavery. 

PART III 

The South. 

1. Significance of the invention of the cotton-gin. 
2- Discuss the inventions of Arkwright, Harjzreaves. 

3. Account for the figures and discuss the signifi- 
cance of the following table: 

COTTON CROP (IN MILLION POUNDS) 
State 1791 

South Carolina 1..5 

Georgia .5 

Virginia 

North Carolina . . 

Total .... 2.0 

4. Discu-ss the exports of the Southern states. 

5. Attitude of the South toward manufacturing. 
Reasons. 



1801 


1811 


1821 


1826 


1834 


20.0 


40.0 


50.0 


70 


65.5 


10.0 


20.0 


45.0 


75.0 


75.0 


5.0 


8.0 


12.0 


25.0 


10.0 


4.0 


7.0 


10.0 


10.0 


9.5 


39.0 


75.0 


117.0 


180.0 


160.0 



54 GEOGRAPHIC FACTORS 

6. Amount and character of imports. 

7. (^Iiaracter of farming of the South and its relation 
to keeping up productivily. 

8. Discuss the extent of emigration with reasons. 

NOTEBOOK WORK 

1. Discuss the extent and give llie reasons for the 
rapid development of the cotton industry of the South. 

2. Discuss the attitude the South would take as a 
result of economic interests with reference to: 

a. A protective tariff on imports. 

b. Internal improvements. 

c. The extension of slavery. 

THINGS TO THINK ABOUT 

1. • Discuss fully the new issue raised by the question 
of the admission of Missouri to the Union. 

2. Account for and give significance of the table 
showing the vote on the Missouri Compromise in 1820: 

Section Aves Noes 

New England ' 7 33 

Middle.. 9 49 

South Atlantic 57 

Northwestern 8 

Southwestern 17 

What indications do you see of a new alignment of 
sections';* 



IN AMERICAN HISTORY 55 



PROBLEM XXV 

Geographic Factors in the Rise of the New West 
in the Mississippi Valley. 

Reference: 

Seniple, Chapter IX. 
Turner. Chaoters V, VI. VII. 
Sparks, Chapters XXI, XXII, XXIII. 

School texts and other references by the teacher. 
As a preparation for this problem, read Ogg's Opening of the 
Mississippi, Chapter I. 



PART I 

Expansion to 1820. 

TOPICS FOR STUDY AND RECITATION 

1. The Indian question. 

a. Defeat of the Indians of the Northwest under 

Tecumseh. Significance. 

b. The Creeks and Cherokees in Alabama and 

Georgia. Significance. 

2. Effect of the steamboat introduced upon western 
streams in 1811. 

Note: As a help to 1 and 2, use the map in Turner, 
pages 310-311. 

3. Map sttidy, Semple, pages 108 and 152-153. 

a. Account tor the peninsular character of the 

western frontier. 

b. Account for the islands of uninhabited coun- 

try in northeastern New York, northern 
Pennsylvania and in Virginia. 

c. Explain the new settlement in northern Ohio 

and southeastern Michigan. 

d. Why was the population of Indiana and Illi- 

nois in the southern rather than the centra- 
and northern sections? 
€. Account for the settled region in Missouri. 



56 GKOGRAPHIC FACTORS 

/. Why was population especially dense around 
the nioutli of the Missouri. 

/,'. Account lor the islands of settlement in 
Arkansas. 

h. Account for the coinj)aralively dense popu- 
lation around the mouth of tin; Mississippi. 

i. Account for the island af uninhabited terri- 
tory in southeastern Mississippi and south- 
western Alabama. 

j. Why were northern Mississippi, western Ten- 
nessee, northwestern and eastern Alabama, 
and western Geor<iia uniidiabitedy 

k. Account for the selllemeut of central Ala- 
bama. 

/. Why the island of settlement on the Chatta- 
hoochee and the peninsula of settlement 
south along the Atlantic coast of Georgia? 

m. Tell what six new states were admitted to 
the Union during the jieriod and account 
for the order in which they were admitted. 

4. Settlers from what sections of the original thir- 
teen states predominated around Lake Erie? Southern 
Ohio, Indiana, Illinois? Missouri? Kentucky? Tennes- 
see? Alabama? Mississippi? Louisiana? Arkansas? 

5. The northern boundary of Indiana and Illinois 
was on a line with the southern tip of Lake Michigan. 
When Illinois applied for admission, Mr. Pope, the terri- 
torial delegate, suggested that it be moved to its present 
l)0undary, which carried. What significant turn did that 
give the interests of Illinois? 

Note: This addition to Illinois constitutes the four- 
teen northern most counties of the slate. It is said that 
the vote of these fourteen counties carried Illinois for the 
republicans in 1860. and the vote Illinois carried the elec- 
toral vole of the United States for Lincoln which brought 
oil the Civil War. 

PART 11 

Expansion from 1820 to 1840. 

1. Make a critical study and comparison of the 
ma|)S showing the distribution of population in IH.'^O and 
18U). (See ma[)s in furner. opposite j»age 70, and in 
Semjile, [tj). 1.54-1.5.5.) 



IN AMERICAN HISTORY 57 

2. Iowa was not shown on the population map in 
1830, was settled only in the eastern part in 1840 (See 
map), but was admitted to the union in 1846. Why was 
settlement so long delayed, and why so rapid when once 
begun? 

3. Discuss the settlement made of Indian claims dur- 
ing this period and their relation to the expansion of pop- 
ulation in the Mississippi Valley. 

4. Why were the prairies of Illinois so late in settle- 
ment? 

5. Why was St. Louis the "Emporium of the West?" 

6. Discuss the geographic factors mvolved in the 
jnirchase of Florida. 

7. What favorable arrangements did the government 
make to encourage settlers to take up land? 

8. Discuss the character and importance of the pro- 
ducts and industries of: 

a. Northern Mississippi Valley states. 

b. Central. 

c. Southern, including Alabama. 

9. Discuss the significance of the following table: 

COTTON CROP (IN MILLIONS). 
States 1791 1801 1811 1821 1826 1834 

Tennessee . . . . 1.0 

Louisiana 

Mississippi . . 

Alabama 

Florida 

Arkansas 



3.0 


20.0 


45.0 


45.0 


2.0 


10.0 


38.0 


62.0 




10.0 


20.0 


85.0 




20.0 


45.0 


85.0 






2.0 


20.0 






0.5 


0.5 



Total 1.0 5.0 60.0 150.5 597.2 

Note the product of the old cotton states in 1834 and 
the new cotton states of the same year. 

10. In the light of the products, markets, etc., of the 
three sections of the trans-Alleghany states what would be 
expected as to the feeling of solidarity and mutual inter- 
est in 1840 as compared with the period before 1820? 

11. Discuss the expansion across the Sabine into 
what was, in 1819, conceded to be Spanish territory. 

a. Mexico secured independence in 1820. 

b. Attitude of Mexico to American settlement. 

c. The revolution of 1837. 



58 GEOGRAPHIC FACTORS 

12. What political-geographical law were the sett- 
lers following? 

13. Locate the Erie canal and tell of its importance. 

14. Trace the Cumberland National Road and tell 
of its importance. How was the eastern terminus of the 
national road connected with tidewater? 

15. Tra(!e the route and describe the means bv 
which Philadelphia secured trade with the Northwest 
through Pittsburg. 

16. Note on the population map of Arkansas the 
small settled area in 1830 as compared with 1840. It was 
admitted into the Union in 1836. Account for its rapid 
increase in |)0[)ulation. 



IN AMERICAN HISTORY 59 



PROBLEM XXVI 

Geographic Factors and Protective Tariff. 

Reference: 

Burgess, Middle Period, Chapters V, VII, VIII, X. 

Turner, Chapters XIV, XIX. 

Gordy, Political History of the United States, Chapter XXVIII. 

Coman, Industrial History of United States, 189-197. 

McDonald, Jacksonian Democracy. Chapter V, IX. 

School texts and other references bv the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. What is protective tariff and what is the theory 
of its value? 

2. Tell of the first tariff laws, 1789-1791. 

3. Why demanded in 1816? What articles were 
protected? 

4. The tariff of 1820. Why demanded? 

5. The tariff of 1824. Why demanded and upon 
what articles? 

6. The tariff of 1828. Why passed and upon what 
articles? 

7. How do you account for the vote of the differ- 
ent sections as shown by the following table? 

Section Tariff" 1816 Tariff 1820 Tariff 1824 Tariff 1828 

New England 

For .... 17 

Against . 10 
xMiddle section 

For 42 

Against . 5 
South Atlantic 

For .... 16 

Against . 25 
Northwest 

For .... 10 

Against . 1 
Southwest 

For .... 3 

Against . 3 



18 


15 


16 


17 


23 


23 


56 


57 


56 


1 


9 


6 


5 


4 


4 


50 


56 


48 


12 


29 


29 














3 





10 


14 


17 



60 GEOGRAPHIC FACTORS 

What indications do you see of a new alignment of 
sections? 

8. Discuss South C>aroHna iiulHhcation and the 
tariff of 1833. 

9. Discuss the change of John C. Calhoun from 
nationalism to sectionalism as a result of geographic influ- 
ences. 

NOTEBOOK WORK 

1. Virile a short history of tariff legislation showing 
the influence of geographic features in determining the 
attitude of the sections towards it. 



IN AMERICAN HISTORY 



61 



PROBLEM XXVII 

Geographic Factors ami Internal Improvements. 

Reference: 

Turner, Chapter XIII, XVII. 

BurgeKs. Chapter V. VIII. 

Hart. Slavery and AboHtion, Chapter III. 

MacDoiiald, Jacksonian Democracy. Chapter VIII. 

Coman, Industrial History of the United States, pp. 216-225. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Discuss what was included in the meaning of the 
term "internal iinprovements" and the occasion which 
brought up the issue. 

2. From the interests of the different sections, dis- 
cuss the attitude each might be expected to take. 

3. At different times questions of various internal 
improvement projects came before Congress. The table 
below shows the vote upon some of these in the House of 
Representatives. Discuss the reason and significance of 
the vote of the different sections. 

Section 1817 1818 1819 1822 1824 

New England 

Ayes 5 7 10 18 12 

Noes 34 32 26 22 26 

Middle 

Ayes 45 42 41 24 37 

Noes 11 10 14 27 26 

South Atlantic 

Ayes 25 16 22 22 23 

Noes 30 35 29 25 34 

Northwest 

Ayes 10 13 13 18 28 

Noes 6 2 2 

Southwest 

Ayes 1 3 4 8 15 

Noes 4 5 4 4 

Notice the alignment of sections. 



62 GEOGRAPHIC FACTORS 

NOTEBOOK WORK 

Write a paper on "internal improvements," noting: 

a. Cause for demand. 

b. Specific projects of improvement. 

c. Separatist tendencies developed. 

d. Unifying tendencies developed. 

Discuss the arguments for and against the promoting 
of internal improvements by the national government, by 
the state government, and by private capital. 

THINGS TO THINK ABOUT 

Give illustrations in United States histcry of each of 
the above methods. 

What is the practice now? 



IN AMERICAN HISTORY 63 



PROBLEM XXVIII 

Influence of Geographic Factors in the Attitude of 
the New West in Regard to National Politics. 

Reference: 

Turner. Chapter IX, XIV. 

Gordy, Political History. Chapters XXIX. XXX. 
BiuKess, Midflle Period. Chapters VI, VIII. 
McDonald. Jacksonian Democracy, Chapters V, XVIII. 
School texlg an i (rther references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Tell ot the early method of nominating presi- 
dential candidates. 

2. Discuss the meaning and origin of the "caucus." 

3. Why did the the first general objection to "King 
Caucus" come from the New West? 

4. Trace the development of the nominating con- 
vention. 

5. Study the political campaigns of 1824 and 1828. 

6. Characteristics of the attitude of the New West 
toward politics and office holding. Give reasons for and 
discuss validity of beliefs. 

a. To the visitors belong the spoils. 

b. Belief in the wisdom of the common man. 

c. Discredited the belief that an office iiolder 
needed training. A man could hold any office to 
which he could succeed in getting elected. Scoffed 
the idea of a trained man being more efficient. 

d. A political wrong was anything against the will 
of the people. Vox populi est vox deo. What the 
people want is right and they must have it whether it 
is good for them or not. 

e. People were able to decide national issues, 
(jacksonian democracy), as well as local matters (Jef- 
fersonian democracy). 



64 GEOGRAPHIC FACTORS 

7. Describe the coming of Jackson anil hib friends 
to the White House. 

8. What do you see of value in the Ne\ West's 
coming into control of the government? Dangers? 

9. Contrast the inauguration ceremonies of Washing- 
ton, Jefferson and Jackson. Significance. 

10. Show the influence of geographic environment 
and the problems of the conquest of the New West as shown 
in their attitude on political (juestions. 

NOTEBOOK WORK 
Write a paper on "Jacksonian Democracy." 



IN AMERICAN HISTORY 65 



PROBLEM XXIX 

Geographic Factors and the Monroe Doctrine. 

Reference: 

Turner. Chapter XII. 

Burgess, jip. 122-128. 

Gordy, Political History of the United States, Chapter XXVII. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Russia in Northwest Amerira. 

2. Rebellion of South American colonies, 1820. 

3. Condition of Cuba. 

4. The Holy Alliance. 

5. What was the Monroe Doctrine? 

6. What geographical and hence political and in- 
dustrial relationships did the United States hold which 
made it interested in affairs in Alaska. South America and 
Cuba? 

7. On what occasions since have we found oc 
casion to insist upon the Monroe Doctrine? 

NOTEBOOK WORK 

Write a paper on the influence of the Monroe Doctrine 
upon North and South America. 



66 (iEOGRAFHIC FACTOHS 



PROBLEM XXX 

Gco«!|;raphic Factors in the Ex|}aiisi<>ii ol" llu' 
Pacific Southwest. 

Reference: 

Turner. Chapter VIII. 

Seinplc. Chapter X (note map. pp. 1H()181). 

.Sparks. ( Ihapter XXVI. 

Inman, Old Santa Fe Trail. 

Burtiess, Middle Period. Chapters XIII. X\ . W 1. WH. 

Coman. 243, 244. 

School texts and other references l»v the teacher. 



TOPICS FOR STL l)^ WD HECllATluX 

1. Note character, number, direction ol (low. and 
relative |)osition of rivers of tlie Soiilhwesl: Red. Nueces. 
Pecos, Kio Grande. Arkansas. Missouri, Colorado and 
branches. 

2. Discuss their vahie as bi<;h\va\s for emigration. 

3. Compare and contrast the Rockies with the Ap- 
palachians as to effectiveness as barriers. 

4. Same with the Pacific Coast ranjie. 

5. Discuss the character of llie phiins as r«-laled lo 
ease of emigration and attractiveness for settlemeiil. 

6. Trace the "Old Santa Fe Trail." \cc<»unl for 
its location. 

Tell of its historv- characler oi travel. daiit:ers. im- 
portant stations, and importance in the settlemeiil ol the 
Southwest. 

7. Veeount (or liie location and piosperil\ ol Kan- 
sas Citv. or Westporl or Inde|)endeiiee. as it was tii<'ii ealltMJ. 
Santa I'e. 

8. Follow the (lila Trail"" tn.m Santa Fe l(» llie 
Coast. 

y>. W lial a! lirsl atlractcd people lo the (ii la region'.'' 



IN AMERICAN HISTORY 67 

10. Trace the 'Old Spanish Trail" and lell why it 
vva^ developed. 

11. Geojiiaphic factors which brought on the war 
with Mexico. 

12. Geographic controls in the campaigns ol the 
war with Mexico. 

13. Terms o! the treaty of Gaudalupe Hidalgo, 184(S 
and significance. 

14. Geographic factors in the Gadsden Purchase in 
1853. 

See Semi>le. pp. 232-233. 

NOTEBOOK WORK 

Write a paper to siiow geogra|»hical and ethnic lac- 
tors which led to the settlement, friction of settlers, and 
ultimate ainiexation of the Southwest to the I niled Stales. 

THINGS TO THINK ABOUT 

1. Is our present boundary between Mexico politi- 
cal or is it geographical^ Wlivy 

2. Is Mexico a geographical unit, or is it a geo- 
graphical part of the I'nited States? Why? 

3. See if you can justify the annexation of Texas 
and the Southwest. 

1. In the light of this politico-geographic law, pre- 
viously stated, which is as lollows — "The tendency of vig- 
orous and growing peoples is to expand uniil they have 
Hlled up a natural geographical unit" — what do you think 
will be the ultimate solution of the Mexican and Gentral 
American problem? 

r>. Has the construction of the Panama canal intro- 
duced any new features into the situation? If so, with 
what effect? 



68 GEOGRAPHIC FACTORS 



PROBLEM XXXI 

(ieographic Factors in ihe Expansion to the Pa- 
cific West and Northwest. 

Kciereiice: 

Semple, Chapter XI. 

Burgess, Middle Period, Chapter XIV. 

Parkmau, Oregon Trail. 

Coniaii, pp. 244-248. 

Sparks, Chapters XXV, XXVII, XXVIII. 

School texts and other references by the teacher. 



TOPICS FOR STUDY AND RPXITATION 

1. Note the interlacing of tributaries of the Mis- 
souri and Columbia. Significance? 

2. Tell of Lewis and Clark's tri|) lo the "Oregon 
Country" in 1805. 

3. Geographical reason for the founding of Astoria 
in 1811. 

4. Why was the northern route in less favor than 
the southern route, which came to be known as the famous 
"Oregon Trail?" 

5. Tell of the resources of the Northwest and of 
the natural rivalry between the English and Americans. 
What agreement with reference to occupation was reached 
in 1818. 

6. What advantages of marketing did the Oregon 
country have over the north central Mississij)|)i Valley 
which attracted settlers. 

7. Note here again we have an ethnic or sub-racial 
migration similar to that into the Texas country, then the 
demand that the flag follow the emigrants and almost al 
the same time of the movement into Texas. 

8. Tell of the settlement of the "Oregon Question" 
of 1848. 



IN AMERICAN HISTORY 69 

9. Note the geographical unity of Oregon and north- 
ern CaUfornia, which accounted for the overHovv into 
the latter state. Why was the Old California Trail develoj3- 
ed? Its terminus? 

10. What was the attitude of the Californians 
toward their central government at Mexico? Why? Dis- 
cuss the sentiment of California toward the United States. 
How was California finally welded to the Union? 

11. Discuss the effect upon immigration of the dis- 
covery of gold at Sutter's mill in 1848. Note tliat in 1845 
the total foreign male population of California M'as 680. 
Some ot these were English and Russians, hut most were 
Americans. What was the total population in 18.50? 

12. Give geograi)hical reasons for the fact that Cali- 
fornia was admitted into the Union in 1850 and Oregon 
in 1859, both located on the extreme western boundary, 
while out of the great intermediate territory only one state 
(Kansas in 1861), not touching the Mississippi, was admit- 
ted until 1876? 

13. Show the influence of geographical factors in 
the provisions of the Compromise of 1850. 



70 GEOGRAPHIC FACTORS 



PROBLEM XXXII 

Geograjiliir Fartors in the Develo|nnenl of the 
!?eparali8l Feeding on the Pari of* the South. 

|{efpreiice: 

.Semi)le, pp. 280-284. 

Hart, Slavery and Abolition, Ciiapters IV. V, VII, Vlll, IX. \. 

Khodes, History of the United State.s, Vol. I. Chapter IV. 

Uii Bois, Suppression of the .Slavt; Trade, <diai)ters M, HI. IV. 

Burgess, The Middle Period, Chapter HI. 

Burgess. (Jivil War and the (.Jonstitulion, \ Ol. I. ('hapter II. 

Wasitington, The .Story ol the Negro, (chapter \ III. 

Keiid)le. .lunrnal of a Residcnee in Georgia. 

Ohnstead. The Collon Kingdom. 

Conian, 2;}2-241, 269-279. 

The World's Conitnercial Prodnets. 

School texts and other references l)v tlie tearher. 



\< a preparation for this study it is well to recall 
I lull almost every section at .-:oine time or another has 
lelt its interests were not hcit)*: looked aller properly by 
I he National government. 

Kecall the separatist feeling of the West until the 
()|)enin<i t>( the Mississippi and the extension ol their means 
ol transportation ptit them in more inlimate ton"h with the 
Kasl. 

Review the feeling of New En'ilaiid with reference to 
the policy of the government in the malirr of trade rela- 
tions with Kngland during the administrations o( Jefferson 
and Madison, which culminated in the War of 1812. and 
which dissatisfaction finally expressed itself in the Hart- 
ford (Jonvention. 

This feeling of separateness and resentment tf)ward 
tilt' National government showed itsell in the attitude of 
(/e()rgia in Indian affairs and about 1860 in I he historv ot 
(laltfornia and the Oregon counlry. 

It is not to he wondered at that in a country so vast in 
extent and so varied in resources, occupations, etc.. a 
seition should at times feel that its interests woidd be bet- 
ter serverl bv having a government of its own. with legis- 
lation more peculiarly ada|)ted to its |)articular problems. 



IN AMERICAN HISTORY 71 

It requires a wide grasp of the situation lo see that, 
alter all. tne United States is a geographic unity with the 
interests ot its ditierent sections, complementing eacli 
other in such a way that in the long run the interest of 
eacli is hest served hy a union of all. The national feel- 
ing is a fruit produced in an advanced stage ot evolution. 
Its growth at times is retarded by the feeling on ihe pari 
of a section that its very existence is dependent upon a 
particular industry, whose value other sections may not un- 
derstand, or at least disapprove of its method of fostering. 

The influence of geographic environment is nowliere 
more evident than in the alienation of the North and the 
South from 1820 to 1860. In the South we have more 
Puritans settling than iu the North. We have the Puritan 
ship owner of the North taking the lead in the slave trade 
in its early inception. Yet after the North finds slavery 
unsuited to its peculiar geographic environment, and after 
having built up an economic situation based upon free 
labor, its vision becomes sufficiently clarified to seethe 
moral as well as the ec(momir weakness of slavery, and it 
takes the lead in the anti-slavery propaganda. 

On the other hand, at the time of franiing of the 
constitution we find nowhere a keener sense of the evil of 
slavery, morally and economically, than on the part of the 
South. Most of the states south of Mason and Dixon's 
line were looking toward the abolition of slavery and its 
leaders were active and open in anti-slavery agitation. 
Yet when the later development of the South showed its 
adaptability to producing certain widely used staples 
which demanded unskilled labor, and the use of this 
labor seemed to be the sole means of develo|)ing its re- 
saurces, it changed its attitude toward slave labor, lost 
sight of its ultimate economic effects and the in >ral is- 
sues involved to the extent that it believed its verv exist- 
ence depended upon the continuation of slavery, and finally 
came lo the belief that its interests would be I'elter served 
by separation into a nation with an economic system 
whose cornerstone was slaverv. 

The student of the underlying causes of histf)rv finds 
much of interest in the events which led up to the war 
Itelween the slates and may have a good many prejudices 
removed. Geographic environnieni is a might v force in 
determining what men believe lo be right and wronir. 
since it is easy to believe that what seems to be profitable 



72 GEOGRAPHIC FACTORS 

to US is right and wlmt is unpioiitaltle is wrong. Such a 
study should broaden vision and sympathy, and, if causes 
are traced to the root, cannot resuh in sectional antagon- 
ism. 

TOPICS FOR STUDY AND RECITATION 

Make a study of the South. In tliis study it is well 
to keep in mind the tools and methods used during the 
period before 1860 in the planting, cultivation, harvesting 
and marketing of these crops. Note the kind of labor re- 
quired. 

1. The tobacco plant. 

a. Planting. 

b. Cultivation. 

c. Method of ridding of insect enemies. 

d. Harvesting. 

e. Drying. 

/. Value to the South. 

2. Kice. 

a. Where planted. 

b. (Cultivation. 

c. Harvesting. 

d. Threshing. 

e. Value of crop. 

A general or superficial study of method of produc- 
tion of these crops will not suffice. Take the tobacco 
plant for instance: The seeds are first sown in an especially 
prepared hot-bed; from this they are trans[)lanted to a 
field. This transplanting had to be doiu^ bv hand, but 
need not be an especially skillful one. The principal tool 
for cultivation was the hoe. At a certain stage of cidtiva- 
lion the Hower buds must be picked off, another process 
which no machine can perform. A little later certain 
leaves are removed, called "topping." "Suckers" appear in 
the axils of the leaves and were plucked out. The enemy 
of the tobacco leaf is the "tobacco worm," a long green 
worm the si/e of small finger, which had to be removed 
by hand. The hnest ({ualitv ol leaf is secured if picked 
at a particular stage of its growth nf>t all the leaves ripen 
at the same time. Where it is desired to get an es- 
pecially fine produci. the laborer looked over the plants 
day by day and cut off only the single leaves as thev rip- 
ened. The other method of harvest, called "stalk cutting," 



IN AMERICAN HISTORY 73 

was done wilh knife or saw and required hand work. 
Thus it is evident that in llie cultivation of toliacco very 
little machinery could be used but the work could be done 
by an unskilled laborer. A detailed study of rice, sugar 
cane and cotton will reveal the same requirements. 

3. Sugar cane. 

a. (Uimatic conditions. 

b. Method of planting. 

c. (Cultivation. 

d. Preparing for the mill. 

c. How made into a hnished product. 
/. Value of cro|). 

4. C-otton. 

(I. Climate. 

I). Planting. 

c. Cultivation. 

d. Picking. 

('. Preparing for market. 

5. The South now has factories, especially along the 
"'fall line" cities. She has mineral resources which she is 
developing, at Birmingham for instance. The most corn 
produced on one acre has been in a southern state and some 
of the best corn land in the country is in Louisiana. She 
is near the top in the production of citrus fruit^;. How 
do you account for the fact that these industries were 
insignificant before 1860? 

6. Compare the character of the development of in- 
<lustries, etc., of the North before the Civil War, as based 
upon geographic environment. 

a. New England. 

b. The Middle Section. 

c. The Old Northwest. 

d. The Pacific States. 

What character of labor required? 

7. Compare and contrast the interests of the two 
sections as regards tariff legislation, internal improve- 
ments. 

8. Effect of slave labor and method of farming of 
the four staple products, as to: 

a. Waste, impoverishing of soil, low amount 
of production per slave. 

b. Development of two classes, planters and 
^'poor whites." 



74 GEOGRAPHIC FACTORS 

9. Efifect upon the planter of the presence of a ser- 
vile class. 

10. Proportion of whites who might be called 
"planters." 

11. Disproportionate power given the planter 
through the "three-fifths compromise." 

12. Eflects upon the Negro and the treatment he re- 
ceived due to different products of the South. 

(I. in the tobacco states. 

I). In the rice country, 

r. In the cotton states.' 

(I. On the sugar plantations. 

NOTEBOOK WORK 

Write a paper to show how a difference in the pro- 
ducts of the North and South led to a seeming divergence 
of iiilerests. cuhninatini' in the Civil War. 



IN AMERICAN HISTORY 



PROBLEM XXXIII 

Political Events and the Separatist Feeling with Ref- 
erence to Slavery. 

Refeieiice: 

Burgess, Middle Period, Chapters IV, XVIII, XIX. XX. XXI. 
XXII. 

Siebert, The Underground Railroad, Chapter III. 

Gordy. Political History of the United States, Chapters XXIII, 

XXII. 
Washington, The Story of the Negro, Chapter VI. 
Burgess, The Civil War and Reconstruction, Vol. I, (Chapters. 

I, II, III, IV, VII. 
Rhodes, History of the United States. Vol. I. II. 
School texts and other references by the teacher. 



TOPICS I^OR STUDY AND RECITATION 

1. Slavery and the Ordinance of 1787. 

2. The Missouri Compromise. 

Show how the geographical location of Missouri 
raised the issue of slave or free. What did the Compro- 
mise settle? What did it leave unsettled? Which sec- 
lion gained most? 

3. Make a study of the various fugitive slave laws 
passed by Congress. 

Show how geographic environment made possible 
the escape of slaves which kept up a constant irritation 
between the sections. 

4. The "Underground Railroad." 

5. Slavery as related to the annexation of Texas. 

6. The admission ot California and the Compromise 
of 1850. What did it accomplish? 

7. The Kansas-Nebraska act, 1854. 

a. The principal of "Squatter Sovereignty."' 

b. New alignment of political parties, on a 
sectional basis. 

c. The new Republican party. 

d. Which gained. North or South? 



/6 GEOGKAFHIC. FACTORS 

8. C-ivil war in Kansas. 

a. Emigrants from Norlh and South. 

b. Struggle to control territorial government. 

9. The Dred-Scott decision. 1857. 

a. Facts. 

6. Issues in the case. 

c. Features of the decision. 

d. Significance of the decision. 

10. The LincolnT)ouglas debates. 

Significant utterances of each. 

11. John Brown's raid. 18.59. 

12. The presidential campaign o( 1860. 
Parties and [)latforms. 

Effect of election off.incoln. 

13. Secession. 

14. Attempted compromises. 

15. Three new men to the front. Slcjihcn A. Douglas- 
Jefferson Davis, Aiiraham Eincohi. 

NOTEBOOK \^ORK 

Teacher to assign some special t()j)ic for a written re- 
port, each pupil taking one. A few topics suggested are: 
The Underground Railroad. John Brown. Slave Insurrec- 
tions, The Lincoln-Douglas Debates. The Ab(»liti()n Move- 
ment. 

Debate: Resolved, that the Negro is better od by 
having been brought to America. 



IN AMERICAN HISTORY 77 



PROBLEM XXXIV 

Geographic Controls in the Campaigns of ihe 
Civil War. 

Reference: 

Semple. 248-308. 

Fiske. The Mississippi Valley in the Civil War. 

Burgess. Civil War aiid Reconstruction, Vol. I. Cliajiters X, 

XI. Vol. II. 
School texts and other references hv the teacher. 



TOPICS FOR STUDY AND RECITATION 

1. Compare advantages and disadvantages of the 
two sections as to: 

a. Kind of war to be waged. 

b. Geographic leatures. 

c. Resources in 

1. Man power. 

2. Arms and ammunition. 

3. Food. 

4. Means of transportation. 

2. Geographical reasons for attitude of border states. 

a. Kentucky. 

b. Missouri. 

c. Appalachian highlands. 

d. Maryland. 

e. Delaware. 

3 Geography of the Virginia campaigns. Fart plaved 
by 

a. Chesapeake Bay, 

b. Tidewater rivers, 

c. Shenandoah Valley. 

in the Peninsula campaign, Lee's first northern invasion. 
Lee's second invasion. Grant's Richmond campaign. 

4. The Mississippi river. Strategic value of the 
river. Account for fortified points. 



78 GEOGRAPHIC FACTORS 

5. The line of the Tennessee river — Cumberland 
— Cumberland Gap. Importance of the line. Strategic 
points. 

6. The blockade of Southern ports. Purpose, 
difficulties. 

NOTEBOOK WORK 

1. From the standpoint of the United States as a 
world power what is the value of the success of the Union 
sider* 



IN AMERICAN HISTORY 79 



PROBLEM XXXV 

Later Expansion and Development. 

Reference: 

Semple. pp. 372-396. 

Coman. pp. 248-251. Chapter XI. 

School texts and other references by the teacher. 



1. Character of railroads before 1850. 

a. Accessories to waterways. Why? Illustra- 
tions. Why the Boston- Albany line? 
. To connect inland points with seaboard. Il- 
lustrate. Why? 

c. To connect two points on the coast but separ- 
ated by jutting peninsulas. Illustrate. Why? 

2. Location of the first four trans-Appalachian rail- 

roads. Why? 

3. Account for the development of Chicago as a 

railroad center. 

4. Extension of trunk lines to the Pacific. Follow 

the path of these six lines from the middle 
west to the Pacific. Why do they follow the 
general line of the Santa Fe, Gila, Old Span- 
ish, Oregon and California trails? 

5. Minnesota Territory was organized in 1849 with 

.5,000 population. In 1857 its population was 
150,000, and it was admitted as a state in 1858. 
How do you account for its rapid settlement? 

6. Study the rapid settlement of the arid west, noting 
the peculiar attractions of each state and the part played 
by the trans-continental railroads in the development of 
the Dakotas, Montana, Idaho, Washington, Wyoming, Utah, 
Colorado, Nebraska, Oklahoma, New Mexico and Arizona. 

7. Discuss the purchase of Alaska. Geographically 
why was it required? See Semple, pp. 426-428. 



80 GEOGRAPHIC FACTOFJS 

8. lieclamations projects. 

a. For earlier civilization an arid region was a 
harrier lo settlement. Why? Is it a barrier to an 
advanced people? Study some of the irrigation pro- 
jects of the West. 

b. What is the attitude of earlier civilization to- 
ward swampy and undrained areas? Why? Study 
some of the drainage |)rojects of the United Slates. 

9. (Conservation of resources. 

THINGS TO THINK ABOUT 

In your study of geographic influences you have seen 
that man has been limited in his movements and location 
bv arid regions, undrained and densely torested areas, un- 
heallliful and super-heate<l localities, mountains, oceans, 
etc. 

Do you notice that as he develops methods of utiliz- 
ing power, makes inventions, discovers laws of health, 
etc., he has been able lo overcome influences which 
have served as barriers. In fact, after he has reached a 
certain stage of development the problems in the conquest 
of nature on a large scale have served to stimulate him 
and the presence of these problems, no doulit, heljis to ac- 
count for the unusual advancement of some peo|)les. Note 
the monster engineering feats in overcoming aridity by 
irrigation in the west, draining the Everglades in Florida, 
digging the Panama (Canal, tunnelling mountains, bridging 
rivers and canons, conquering malarial districts, making 
new landed areas by levees and dykes. Man goes under 
the ground through tunnels, under the water by submar- 
ines, through the air by aeroplane, communii'ates by wire- 
less, and tnore marvels are being wrought every day. I( 
seems as though he bids fair lo control and utilize for his 
|iurposes every force, everv medium, ami ever) area on 
the globe. 

1. Does that mean that the influences of geograph- 
ical environment will be lessened as man advances? 

2. What do vou think about the possibilities of de- 
velo|)ing the frigid zones for the habitation of man? Bra- 
zilian forests? Sahara desert? 

.'). What other regions are still resisting mans ccm- 
quest? 



IN AMRRICAN HISTORY 



PROBLEM XXXVI 

United States and the Pacific Ocean. 

Reference: 

Sample, Chapter XIX. 

School texts anil other relerenres bv the teacher. 



TOPICS FOR STUDY AND RECITATION 
1. (Compare the Pacific Ocean with the Atlantic as 



to: 



a. Width. 

h. Drainage basin. 

c. Character of bordering slopes. 

2. The advantages of the United States in inter- 
oceanic location. Compare with Canada. Mexico, (^.enfral 
America, Columbia, Chili. 

3. Geographic importance of the Philippine Islands 
to the United States. Give an account of their acquisi- 
tion. 

4. Geographic importance of Hawaii to the United 
States. Give an account of its acquisition. 

5. Geographic importance of Wake Island, Guam, 
Tutuila, Manua. 

6. Importance, volume and character of the trade 
of the United States with Pacific Ocean countries. 

7. Show that the acquisition of territory by the 
United States in the Pacific was geographically predeter- 
mined. 

THINGS TO DO 

Debate: Resolved, that the United States should 
abandon the Philippines, or 

Resolved, that the United States should confine itself 
to a continental policy. 



82 (iKOCRMMIIC l'\(:i'(»l{S 



PROBLEM XXXVII 

United Stales an<l the Gulf of Mexiro. 

RciereiKc: 

Semj)le, CliaphT XVIII. 

SchfKtl texts and otlicr rcferenrps bv the tearher. 



TOPICS FOR STlin\ AN!) RF.CITATION 

1. Geographic iniportaiu-c ol our (ronlajic (ui lli«' 
Gulf of Mexico as to: 

a. Length of shore line. 

b. Character and extent of coinnierce. 
r. Vahae as a highway ol coinnierce. 

d. Countries made accessihle to lis h\ il \ahje 
of their trade. Note especially the voliinic ol trade 
with different South American countries. 

2. Why was the Gulf hasin the first part of the New 
World to he developed, and whv outstripped hv other sec- 
lions? 

'.\. (rcographic importance to the United Stales (d 
such islands as Guha. Forto Rico, .lainaica. Haiti. Hahamas. 
Martinique, (iuadaloupe and other lesser Antilles. lie- 
view history of our relations with these islands. 

4. What recent islanfl purchase h\ the United Slates".'' 
Importance. 

5. Geographic necessity and iinporlance ol tlie 
Panama Canal to the United Stales. 

6. Effect of expansion in the Pacific and the (inll 
upon the necessitv of naval strength on the |)arl ol the 
iJnited States. 

7. What effect has our (iulf expansion had upon ihe 
.Southern states? Why? Most of our trans-continenlal 
railways run east and west. Do you see any reason now 
for the development of north and south lines? What Gull 
[>orts may we expect to see develo|)ed? 



IN AMKKir.AN HISTOin HA 

H. As a result ol our Gulf an(J Pacific expansion, 
what new language has come into extensive coniniercial 
use? 

NOTEBOOK WORK 

Write a term paper on the topic 'Expansion of the 
American People." showing the geographic factors in the 
expansion: 

(I. Trans-Alleghanv. 

/>. Irans-Mississippi. 

c. On the r^acific. 

(l. Pacific Ocean. 

(>. Onlf «.r IVi<>\ico. 



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